How to Play Be Washington
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Unit 3 the FEDERALIST ERA
Unit 3 THE FEDERALIST ERA CHAPTER 1 THE NEW NATION ..........................................................................................................................1 CHAPTER 2 HAMILTON AND JEFFERSON— THE MEN AND THEIR PHILOSOPHIES .....................6 CHAPTER 3 PAYING THE NATIONAL DEBT ................................................................................................12 CHAPTER 4 ..............................................................................................................................................................16 HAMILTON, JEFFERSON, AND THE FIRST NATIONAL BANK OF THE UNITED STATES.............16 CHAPTER 5 THE WHISKEY REBELLION ........................................................................................................20 CHAPTER 6 NEUTRALITY AND THE JAY TREATY .....................................................................................24 CHAPTER 7 THE SEDITION ACT AND THE VIRGINIA AND KENTUCKY RESOLUTIONS ...........28 CHAPTER 8 THE ELECTION OF 1800................................................................................................................34 CHAPTER 9 JEFFERSONIANS IN OFFICE.......................................................................................................38 by Thomas Ladenburg, copyright, 1974, 1998, 2001, 2007 100 Brantwood Road, Arlington, MA 02476 781-646-4577 [email protected] Page 1 Chapter 1 The New Nation A Search for Answers hile the Founding Fathers at the Constitutional Convention debated what powers should be -
Philadelphia, the Indispensable City of the American Founding the FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia
Philadelphia, the Indispensable City of the American Founding The FPRI Ginsburg—Satell Lecture 2020 Colonial Philadelphia Though its population was only 35,000 to 40,000 around 1776 Philadelphia was the largest city in North America and the second-largest English- speaking city in the world! Its harbor and central location made it a natural crossroads for the 13 British colonies. Its population was also unusually diverse, since the original Quaker colonists had become a dwindling minority among other English, Scottish, and Welsh inhabitants, a large admixture of Germans, plus French Huguenots, Dutchmen, and Sephardic Jews. But Beware of Prolepsis! Despite the city’s key position its centrality to the American Revolution was by no means inevitable. For that matter, American independence itself was by no means inevitable. For instance, William Penn (above) and Benjamin Franklin (below) were both ardent imperial patriots. We learned of Franklin’s loyalty to King George III last time…. Benjamin Franklin … … and the Crisis of the British Empire The FPRI Ginsburg-Satell Lecture 2019 The First Continental Congress met at Carpenters Hall in Philadelphia where representatives of 12 of the colonies met to protest Parliament’s Coercive Acts, deemed “Intolerable” by Americans. But Congress (narrowly) rejected the Galloway Plan under which Americans would form their own legislature and tax themselves on behalf of the British crown. Hence, “no taxation without representation” wasn’t really the issue. WHAT IF… The Redcoats had won the Battle of Bunker Hill (left)? The Continental Army had not escaped capture on Long Island (right)? Washington had been shot at the Battle of Brandywine (left)? Or dared not undertake the risky Yorktown campaign (right)? Why did King Charles II grant William Penn a charter for a New World colony nearly as large as England itself? Nobody knows, but his intention was to found a Quaker colony dedicated to peace, religious toleration, and prosperity. -
Massachusetts Historical Society, Adams Papers Editorial Project
Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives. -
THE CORRESPONDENCE of ISAAC CRAIG DURING the WHISKEY REBELLION Edited by Kenneth A
"SUCH DISORDERS CAN ONLY BE CURED BY COPIOUS BLEEDINGS": THE CORRESPONDENCE OF ISAAC CRAIG DURING THE WHISKEY REBELLION Edited by Kenneth A. White of the surprisingly underutilized sources on the early history Oneof Pittsburgh is the Craig Papers. Acase inpoint is Isaac Craig's correspondence during the Whiskey Rebellion. Although some of his letters from that period have been published, 1 most have not. This omission is particularly curious, because only a few eyewitness ac- counts of the insurrection exist and most ofthose were written from an Antifederalist viewpoint. These letters have a value beyond the narration of events, how- ever. One of the questions debated by historians is why the federal government resorted to force to put down the insurrection. Many have blamed Alexander Hamilton for the action, attributing it to his per- sonal approach to problems or to his desire to strengthen the central government. 2 These critics tend to overlook one fact : government officials make decisions based not only on their personal philosophy but also on the facts available to them. As a federal officer on the scene, Craig provided Washington and his cabinet with their informa- Kenneth White received his B.A. and M.A.degrees from Duquesne Uni- versity. While working on his master's degree he completed internships with the Adams Papers and the Institute of Early American History and Culture. Mr. White is presently working as a fieldarchivist for the Pennsylvania His- torical and Museum Commission's County Records Survey and Planning Study.— Editor 1 Portions of this correspondence have been published. For example, all or parts of six of these letters appeared in Harold C. -
201-250-The-Constitution.Pdf
Note Cards 201. Newburgh Conspiracy The officers of the Continental Army had long gone without pay, and they met in Newburgh, New York to address Congress about their pay. Unfortunately, the American government had little money after the Revolutionary War. They also considered staging a coup and seizing control of the new government, but the plotting ceased when George Washington refused to support the plan. 202. Articles of Confederation: powers, weaknesses, successes The Articles of Confederation delegated most of the powers (the power to tax, to regulate trade, and to draft troops) to the individual states, but left the federal government power over war, foreign policy, and issuing money. The Articles’ weakness was that they gave the federal government so little power that it couldn’t keep the country united. The Articles’ only major success was that they settled western land claims with the Northwest Ordinance. The Articles were abandoned for the Constitution. 203. Constitution The document which established the present federal government of the United States and outlined its powers. It can be changed through amendments. 204. Constitution: Preamble "We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America." 205. Constitution: Legislature One of the three branches of government, the legislature makes laws. There are two parts to the legislature: the House of Representatives and the Senate. -
Bellwork: 1/6/2020
BELLWORK: 1/6/2020 Write down 5 things that you learned in US History last semester… VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/7/2020 •From your vocab, what does the term precedent mean? BELLWORK: 1/9/2020 •In your opinion, what are 3 things that make a good leader? GEORGE WASHINGTON WHAT’S A PRESIDENT??? • While the Constitution provided a framework for the government, it did not explain how the President should govern from day to day. • George Washington set many presidential precedents including: – The title, “Mr. President” – Serving only two terms – Creating the first presidential cabinet THE CABINET • Washington quickly realized he could not make all of the country’s decisions by himself. • He decided to create a cabinet. THE U.S. CABINET - ASSIGNMENT • By yourself, read the US Cabinet info page. • Use the info page to complete the graphic organizer on Washington’s Cabinet. • Answer the 2 questions at the bottom. (Complete Sentences) • 10 Minutes TODAY’S PRESIDENTIAL CABINET • The Cabinet includes the Vice President and the heads of 15 executive • Housing and Urban Development departments — the Secretaries of: • Interior • Agriculture • Labor • Commerce • State • Defense • Transportation • Education • Treasury • Energy • Veterans Affairs • Health and Human Services • As well as the Attorney General • Homeland Security VOCAB – NEW NATION • Quietly by yourself, work on the Vocab Chart • Use your book to find the definitions – Starts on page 247 • Once you are finished, look over the terms! BELLWORK: 1/10/2020 •What is a presidential cabinet? GEORGE WASHINGTON THE JUDICIARY ACT OF 1789 • The Constitution calls for a Supreme Court, but it was up to Congress to set up the federal court system. -
The Whiskey Rebellion and a Fractured Early Republic
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2013 A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic Kevin P. Whitaker Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the United States History Commons Recommended Citation Whitaker, Kevin P., "A Nation That Wasn't: The Whiskey Rebellion and a Fractured Early Republic" (2013). All Graduate Plan B and other Reports. 345. https://digitalcommons.usu.edu/gradreports/345 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. A NATION THAT WASN'T: THE WHISKEY REBELLION AND A FRACTURED EARLY REPUBLIC by Kevin P. Whitaker A plan-B thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ________________________ ________________________ Kyle T. Bulthuis Keri Holt Major Professor Committee Member __________________________ James E. Sanders Committee Member UTAH STATE UNIVERSITY Logan, UT 2013 1 Scholars often present nationalism as a cohesive social construction, modeled on Benedict Anderson's theory of imagined communities.1 The strength and popularity of Anderson's immensely useful paradigm of nationalism, however, perhaps leads to excited scholars over-extending his theory or seeing imagined communities that are little more than imaginary. The early Republic forms one such historical time period where, evidence suggests, historians have conjured nationalism where only a fractured nation existed. -
To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech
Fordham Law Review Volume 84 Issue 3 Volume 84, Issue 3 Article 2 2015 “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech Saul Cornell Fordham University School of Law Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Constitutional Law Commons Recommended Citation Saul Cornell, “To Assemble Together for Their Common Good”: History, Ethnography, and the Original Meanings of the Rights of Assembly and Speech, 84 Fordham L. Rev. 915 (2015). Available at: https://ir.lawnet.fordham.edu/flr/vol84/iss3/2 This Foreword is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. “TO ASSEMBLE TOGETHER FOR THEIR COMMON GOOD”: HISTORY, ETHNOGRAPHY, AND THE ORIGINAL MEANINGS OF THE RIGHTS OF ASSEMBLY AND SPEECH Saul Cornell* INTRODUCTION The Whiskey Rebellion is not generally a major focus in constitutional histories or casebooks. Given this fact, it is hardly surprising that the 1795 case Respublica v. Montgomery1 seldom figures as more than a minor footnote in scholarly writing about early American constitutional development, if it receives any attention at all.2 The case has little precedential value for modern First Amendment doctrine and only obliquely implicates larger jurisprudential questions about the rights of assembly and freedom of expression.3 In strictly doctrinal terms, Montgomery is primarily about the obligation of a justice of the peace to put down a riot, not an extended judicial disquisition on the meaning of early American freedom of association or expression.4 Montgomery was one of several cases that resulted from popular protest during the Whiskey * Paul and Diane Guenther Chair in American History, Fordham University. -
Early Presidents and Social Reformers Teacher Guide
HISTORY AND GEOGRAPHY Thomas Jefferson Early Presidents and Social Reformers Teacher Guide Dorothea Dix George Washington Frederick Douglass Early Presidents 1–102 American Reformers 103–172 Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: https://creativecommons.org/licenses/by-nc-sa/4.0/ Copyright © 2017 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge®, Core Knowledge Curriculum Series™, Core Knowledge History and Geography™ and CKHG™ are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. -
The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment
Index The Whiskey Rebellion, Popular Rights and the Meaning of the First Amendment Thomas Gaddis House 1769 Library of Congress https://www.loc.gov/item/pa1916/ If These Monuments Could Talk Setting the Stage: What is a Monument? 1. The Excise Tax 2. The Spark 3. The Rebellion 4. The Reaction 5. Winners and Losers? What is a Monument? Albert Gallatin Surveying Statue Friendship Hill National Historic Site https://www.nps.gov/fr hi/learn/education/cla ssrooms/field-trip-self- guided.htm Monument Definition 1 : something that serves as a memorial; especially : a building, pillar, stone, or statue honoring a person or event 2 : a work, saying, or deed that lasts or that is worth preserving <the book is a monument of scholarship> 3 : a boundary marker (as a stone) 4 : a place of historic interest or natural beauty set aside and maintained by the government as public property Miriam-Webster Student Dictionary http://www.wordcentral.com/cgi- bin/student?book=Student&va=monument A Folk Song: Copper Kettle Written by Albert Frank Beddoe Sung by Joan Baez 1962 https://www.youtube.com/watch?v=gl MQXjy46J8 A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ● Outraged farmers considered tarring and feathering a form of protest ● First recorded incident: September 6, 1791 ○ Near Mingo Creek ○ Robert Johnson, Deputy Tax Collector for Allegheny and Washington Counties A Print or Painting J. Howard Iams, Artist-Historian ◆ Tarring and Feathering ◆ Black Horse Tavern ◆ Miller House ◆ Colonel Presley Neville House ◆ The David Bradford House (r) ◆ The Burning Cabin ◆ The Terrible Night Gravestone Inscription: Here lies the body of Captain James McFarlane of Washington, PA. -
Teacher Packet for Newburgh Conspiracy Lesson
Teachers’ Packet for the Newburgh Conspiracy Lesson - 1 - Introduction This packet has been created for teachers who want their students to learn about the Newburgh Conspiracy. It contains enough material for at least two lessons, and everything in this packet has been arranged in the order that it should be presented during classes. Consequently, all sections that are intended for use during the first lesson are located in the first half of the packet, and all sections that are intended for use during the second lesson are located in the second half of the packet. Although teachers using this packet will see that it contains the background material and the two original documents that students have to read, and the exercises they subsequently must do, they really don’t need to photocopy it for the young men and women they are teaching; they can simply make and distribute photocopies of the student handouts packet, which has everything they need. The material in this lesson is suitable for high school and college students, but probably not for anyone below that level. However, teachers working with elementary and middle school students are certainly free to look at all the materials in this packet and the Additional Resources listed in the back to create their own lessons pertaining to the Newburgh Conspiracy. They also may contact Dave Richards, the person who created the material in this packet and the author of Swords in Their Hands: George Washington and the Newburgh Conspiracy, through his website, which appears with his book in the Additional Resources list, for suggestions. -
Tactical Implementation of Strategic Guidance During the American Revolutionary War: Pedagogical Application for Classroom Use Ryan Menath
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2018 Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use Ryan Menath Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Menath, Ryan, "Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use" (2018). Theses and Dissertations. 2285. https://commons.und.edu/theses/2285 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. TACTICAL IMPLEMENTATION OF STRATEGIC GUIDANCE DURING THE AMERICAN REVOLUTIONARY WAR: PEDAGOGICAL APPLICATION FOR CLASSROOM USE by Lieutenant Colonel Ryan Thomas Menath Bachelor of Science, United States Air Force Academy, 2001 Master of Arts, American Military University, 2012 A Final Project Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Arts Grand Forks, North Dakota May 2018 The views expressed in this article are those of the author and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government.